St Catherine's Catholic School

St Catherine's Catholic School

Address: Watling Street, Bexleyheath, Kent, DA6 7QJ Unique reference number (URN): 137681

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Safeguarding standards met

The safeguarding standards are met. This means that leaders and/or those responsible for governance and oversight fulfil their specific responsibilities and have established an open culture in which safeguarding is everyone's responsibility and concerns are actively identified, acted upon and managed. As a result, pupils are made safer and feel safe.

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How we evaluate safeguarding

When we inspect schools for safeguarding, they can have the following outcomes:

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How we evaluate safeguarding

Met: The school has an open and positive culture of safeguarding. All legal requirements are met. Not met: The school has not created an open and positive culture of safeguarding. Not all legal requirements are met.

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Achievement Strong standard

Leaders have high aspirations for all pupils. This ambition is reflected in published outcomes. Overall, GCSE outcomes show that pupils, including disadvantaged pupils, consistently achieve above national averages. Where attainment gaps do arise, leaders act swiftly to identify the underlying causes and put in place highly effective strategies to address these. As a result, gaps in attainment between disadvantaged pupils and non- disadvantaged pupils are narrowing and pupils make rapid progress from their starting points.

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Achievement Strong standard

Current pupils achieve highly across the curriculum. Pupils articulate their learning well and apply their knowledge and skills accurately in a range of contexts. They approach assessments and examinations with confidence and are well prepared for the next stage of their education, employment or training. Leaders have a clear, strategic vision for further improving outcomes and regularly review their plans to secure continued success. As a result, pupils, including those with varied needs, are well supported to achieve ambitious goals and successfully transition to appropriate post-16 destinations.

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Attendance and behaviour Strong standard

Leaders have highly effective systems to identify and support pupils who are at risk of persistent absence. Overall attendance, including for disadvantaged pupils and those with special educational needs and/or disabilities (SEND), is consistently above the national average. Persistent absence is also below national averages over time. Leaders analyse attendance information closely and provide targeted support, such as early family engagement, to address barriers to regular attendance. Regular collaboration with the local authority and local support networks helps to sustain improvements in attendance. Part-time timetables and alternative provision are used appropriately, with careful oversight.

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Attendance and behaviour Strong standard

Pupils demonstrate extremely positive attitudes to learning, and their behaviour is exemplary in lessons, social time and around the school. Relationships between staff and pupils are respectful and supportive, fostering a purposeful atmosphere. The school's inclusive approach and clear expectations are reflected in pupils' engagement and willingness to learn. Incidents of bullying or discrimination are rare. When concerns arise, leaders respond quickly and take highly effective action. The school makes suitable adjustments for pupils, including those with SEND, who need support with their behaviour.

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Curriculum and teaching Strong standard

The curriculum offers a broad and balanced range of academic and vocational pathways. It is carefully designed to meet the needs and aspirations of pupils. Programmes of learning are well sequenced, enabling pupils to build knowledge and skills progressively over time. Strategic leadership of curriculum and teaching is highly effective. Leaders make careful checks to ensure that the curriculum is delivered to a consistently high standard and use their insights to drive improvement. Teaching supports all pupils to secure the essential knowledge they need. This includes those who join the school at different points in the year and those with lower prior attainment. Staff quickly identify any gaps in foundational knowledge, such as literacy, numeracy and communication. They provide highly effective support to help pupils catch up. Teachers demonstrate very secure subject knowledge. They use their expertise to check

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Curriculum and teaching Strong standard

pupils' understanding well and identify any misconceptions.

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Curriculum and teaching Strong standard

The curriculum is inclusive, with careful planning and reasonable adjustments enabling pupils who are disadvantaged to succeed in all subjects. Teachers adapt learning responsively to meet individual needs. As a result, all pupils, including the most vulnerable, benefit from a curriculum that is ambitious, accessible and meets their needs successfully.

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Inclusion Strong standard

Inclusion is a golden thread across the school. Through rigorous and highly effective systems, leaders ensure prompt identification of any barriers to pupils' learning and/or wellbeing. Leaders use their in-depth knowledge of pupils' needs to tailor suitable strategies to reduce these barriers. Staff and leaders skilfully check the impact of this support and choose well-considered next steps for individual pupils. Staff receive regular training that supports inclusive practice and equips them well to meet the different needs of pupils. For pupils with special educational needs and/or disabilities, regular reviews and targeted professional support, both in school and with external stakeholders, ensure that barriers are removed.

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Inclusion Strong standard

The pupil premium strategy is well designed to support disadvantaged pupils. Additional funding is carefully targeted to address the specific barriers of pupils, with highly positive evident impact in areas such as attendance and achievement.

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Inclusion Strong standard

The school's 'wellbeing hub' is thoughtfully planned and is a highly effective safe space for a variety of inclusive practice. It reflects the ethos and moral purpose of the school. Leaders make appropriate use of alternative provision, and use this only when all other avenues have been explored.

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Leadership and governance Strong standard

Leaders at all levels drive a culture of high ambition, inclusion and continuous improvement, ensuring that pupils are at the heart of the school's work. Leaders have an in-depth understanding of the school's strengths and areas for improvement. Drawing on this, they set clear and bold goals with a focus on improving outcomes and wellbeing for all pupils. Leaders work closely with external partners, including the local authority and the diocese, to ensure that the school remains responsive to local and national priorities. Governors play a key role in school oversight. They fulfil their duties with a high level of competence, particularly those relating to inclusion and safeguarding. Statutory duties are met in full and kept under close review.

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Leadership and governance Strong standard

Staff wellbeing and workload are important to leaders. This shows in school strategies such as open-door policies, responding to regular staff surveys and streamlining processes. This helps to cultivate a supportive culture, and staff collaborate well with each other. Professional learning, including for early career teachers, is a major strength. All staff access high-quality professional development, which is carefully planned and based on well- regarded research. Staff value opportunities to develop their skills, such as through their work with local post-16 providers. Parents and carers are highly supportive of the school, with leaders maintaining clear communication and responding proactively to feedback.

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Personal development and wellbeing Strong standard

Leaders have developed a wide-ranging personal development programme that supports pupils' personal growth underpinned by the school's Catholic ethos. The school's programme for relationships and sex education and health education is appropriate, responsive to context, and includes clear teaching about online and offline risks to pupil's wellbeing. Pupils develop a detailed understanding of fundamental British values through assemblies, tutor time and dedicated curriculum content. This is shown by their respect for diversity and active participation in cultural celebrations.

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Personal development and wellbeing Strong standard

The school provides an extensive range of pastoral support. Pupils appreciate being able to access counselling and specialist support with their mental health. The school's 'wellbeing hub' is integral to the school's work in helping pupils overcome any difficulties. Staff provide timely and targeted additional support as needed. The impact of this provision is evident, including in reduced anxiety for some pupils and positive feedback from pupils, parents and carers.

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Personal development and wellbeing Strong standard

The school provides high-quality and well-structured careers guidance that prepares pupils extremely well for their next steps in education, employment or training. All pupils receive impartial advice and take part in a coherent careers curriculum from Year 7 onwards, including meaningful employer encounters and university visits. Leaders provide highly effective targeted support for pupils with special educational needs and/or disabilities and disadvantaged pupils through initiatives such as the 'Brilliant Club'.

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Personal development and wellbeing Strong standard

Leadership opportunities are embedded throughout the school. For example, pupils support other primary schools as sports leaders for younger pupils. These opportunities encourage pupils to take responsibility, act as role models and contribute positively to the community.

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What it's like to be a pupil at this school

Pupils at this school are welcomed each morning by staff who greet them with warmth and genuine care, setting a positive and inclusive tone for the day. This reflects the supportive and respectful relationships that underpin the school's Catholic ethos and community. The school's inclusive approach ensures that pupils are able to thrive, including those who are disadvantaged. Pupils consistently describe the school as a place where they are safe and valued. Pupils attend well and say they look forward to coming to school in the morning. They are motivated to learn and they achieve highly in national examinations.

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What it's like to be a pupil at this school

A firm sense of belonging is nurtured through the school's calm and purposeful environment. Pupils have access to a range of safe spaces, from quiet green areas such as the pond to purposeful classrooms that are completely free from low-level disruption. The wellbeing centre provides a haven for those who need counselling, time away from the busy playground or simply want a quiet moment. Pupils know they can talk to trusted staff about any concerns, and they appreciate that there is always a member of staff who understands them.

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What it's like to be a pupil at this school

Pupils enjoy their learning and are eager to participate in lessons, school clubs and the wider enrichment activities that are on offer here. They are encouraged to be proud of their cultural heritage and individual talents. The curriculum is broad and ambitious, and pupils speak enthusiastically about experiences such as visits from writers, sports clubs, singing groups and museum trips. Pupils' behaviour is highly positive as a result of the clear expectations set by leaders. Staff deal with any incidents of bullying swiftly. Pupils feel confident that any concerns about unkind behaviour are listened to and acted upon.

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Next steps

Leaders and those responsible for governance should continue to drive improvement, including in their refinement of the school's personal development programme and work experience offer, overcoming barriers and challenges to achieve and sustain exceptional standards which have a transformational impact on all pupils.

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About this inspection

This school is part of St Catherine's Catholic School single academy trust, which means other people in the trust also have responsibility for running the school. The trust is overseen by a board of trustees, chaired by Mark O'Shaughnessy.

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About this inspection

Inspectors carried out this full inspection under section 5 of the Education Act 2005.

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About this inspection

This inspection took place on 7 and 8 July 2026.

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About this inspection

Following our renewed inspection framework, all inspections are now led by His Majesty's Inspectors (HMIs) or by Ofsted Inspectors (OIs) who have previously served as HMIs.

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About this inspection

Inspectors spoke with the headteacher, senior leadership team, middle leaders and a selection of teaching staff, support staff and pupils during the inspection. An inspector met with the chair of trustees and representatives from the local authority and the diocese.

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About this inspection

The school meets the requirements of the provider access legislation, which requires schools to provide pupils in Years 8 to 13 with information and engagement about approved technical education qualifications and apprenticeships.

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About this inspection

The inspectors confirmed the following information about the school:

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About this inspection

The school is registered as having a Roman Catholic religious character. It is in the Diocese of Southwark. Its last section 48 inspection was in October 2021.

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About this inspection

The school currently makes use of one registered alternative provision.

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Lead inspector:

Stephanie Salter, His Majesty's Inspector

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Team inspectors:

Paul Metcalf, Ofsted Inspector Terry Millar, Ofsted Inspector Rebecca Iles-Smith, His Majesty's Inspector Joseph Gilford, Ofsted Inspector

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Facts and figures used on inspection

This was the data available at the time of the full inspection, taken from different sources . More recent data may have been published since the full inspection took place.

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Facts and figures used on inspection

The inspector(s) used this data during the full inspection on 7 July 2026

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What does this mean?

The total number of pupils currently at this school and how this compares to other schools of this phase in England.

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What does this mean?

The total number of pupils who can attend the school and how this compares to other schools of this phase in England. Headteacher: Nicola Thompson National average: 1,154

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What does this mean?

The proportion of pupils eligible for free school meals at any point in the last 6 years.

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What does this mean?

The proportion of pupils with an education, health and care plan. This covers pupils with more support than is available through special educational needs support.

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What does this mean?

The proportion of pupils with reported special educational needs support at the school.

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What does this mean?

Based on the English indices of deprivation (2019) and the school's location, we have calculated whether the school is located in a more or less deprived area.

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What does this mean?

Whether school has Resourced provision or SEND unit (if applicable).

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English and maths GCSE

Percentage of pupils who achieved grade 5 or above in English and maths GCSE.

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national average

2022/23 (final) 52.7% 45.3% Close to average

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Attainment 8

A measure of pupils' point scores across 8 subjects including maths (double weighted), English (double weighted if both language and literature are taken), 3 EBacc measures and 3 GCSE or technical measures.

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Progress 8

How much progress pupils made between the end of primary school (key stage 2) and the end of secondary school (key stage 4), compared to pupils across England who got similar results at the end of key stage 2.

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Disadvantaged pupils' performance

Disadvantaged pupils are those who have been eligible for free school meals at any point in the last six years and children looked after.

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Disadvantaged pupils' English and maths GCSE grade 5 or above

Percentage of disadvantaged pupils achieving grade 5 or above in English and maths GCSE.

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national average

2022/23 (final) 33.3% 25.2% Close to average

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Disadvantaged pupils' Attainment 8

A measure of disadvantaged pupils' point scores across 8 subjects including maths (double weighted), English (double weighted if both language and literature are taken), 3 EBacc measures and 3 GCSE or technical measures.

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Disadvantaged pupils' Progress 8

How much progress disadvantaged pupils made between the end of primary school (key stage 2) and the end of secondary school (key stage 4), compared to pupils across England who got similar results at the end of key stage 2.

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Disadvantaged pupils' performance gap

Disadvantaged pupils are those who have been eligible for free school meals at any point in the last six years and children looked after. The school disadvantage gap is the difference between the performance of the school's disadvantaged pupils compared to the performance of all non-disadvantaged pupils nationally.

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Disadvantaged pupils' English and maths GCSE grade 5 or above

Percentage of disadvantaged pupils who achieved grade 5 or above in English and maths GCSE.

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Disadvantaged pupils' Attainment 8

A measure of disadvantaged pupils' point scores across 8 subjects including maths (double weighted), English (double weighted if both language and literature are taken), 3 EBacc measures and 3 GCSE or technical measures.

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Disadvantaged pupils' Progress 8

How much progress disadvantaged pupils made between the end of primary school (key stage 2) and the end of secondary school (key stage 4), compared to pupils across England who got similar results at the end of key stage 2.

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Destinations after 16

Percentage of pupils staying in education or employment for at least 2 terms after the end of secondary school (key stage 4).

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Overall absence

The percentage of all possible mornings and afternoons missed due to absence from school (for whatever reason, whether authorised or unauthorised) across all pupils.

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Persistent absence

The percentage of pupils missing 10% or more of their possible mornings and afternoons.

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Exceptional

Practice is exceptional: of the highest standard nationally. Other schools can learn from it.

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Strong standard

The school reaches a strong standard. Leaders are working above the standard expected of them.

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Expected standard

The school is fulfilling the expected standard of education and/or care. This means they are following the standard set out in statutory and non ‑ statutory legislation and the professional standards expected of them.

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Needs attention

The expected standards are not met but leaders are likely able to make the necessary improvements.

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Urgent improvement

The school needs to make urgent improvements to provide the expected standard of education and/or care.

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Urgent improvement

services providing education and skills for children and learners of all ages, and inspects and regulates services that care for children and young people.

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Urgent improvement

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Urgent improvement

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Urgent improvement

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